Rights statement: This is the author’s version of a work that was accepted for publication in Geoforum. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Geoforum, 93, 2018 DOI: 10.1016/j.geoforum.2018.05.004
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Final published version
Licence: CC BY: Creative Commons Attribution 4.0 International License
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Discussing Nature, ‘Doing’ Nature
T2 - for an emancipatory approach to conceptualizing young people's access to outdoor green space
AU - Von Benzon, Nadia Rosemary
N1 - This is the author’s version of a work that was accepted for publication in Geoforum. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Geoforum, 93, 2018 DOI: 10.1016/j.geoforum.2018.05.004
PY - 2018/7/1
Y1 - 2018/7/1
N2 - Across the social sciences there is an extensive literature exploring the complex relationships between society and nature, increasingly concerned with, and critiquing, the notion of a unique relationship between children and green space. However, a nature/culture dichotomy remains central to socio-political discourse presenting a crisis of detachment. This nature/culture division can also be seen through practices surrounding children’s access to ‘nature’. This paper explores the conflict between academic and societal approaches to the nature/culture divide through the perceptions and experiences of learning disabled young people, aged 11–16. The findings illustrate the importance of allowing (learning disabled) young people the opportunity for embodied engagement in ‘nature’ spaces. Through activity the young people developed nuanced and hybrid understandings of nature that contest widely held dichotomies of nature and culture. This conceptualisation of complexity and non-dichotomy in the relationship between culture and nature may underpin exploration of the specific facets of nature that provide wellbeing benefits, potentially increasing the accessibility of the recognised benefits of ‘nature’ interaction for those who experience challenges in reaching environments understood as ‘nature’-full. As such, this paper presents a call for academics to communicate hybrid geographies in a way that is accessible beyond the ivory tower.
AB - Across the social sciences there is an extensive literature exploring the complex relationships between society and nature, increasingly concerned with, and critiquing, the notion of a unique relationship between children and green space. However, a nature/culture dichotomy remains central to socio-political discourse presenting a crisis of detachment. This nature/culture division can also be seen through practices surrounding children’s access to ‘nature’. This paper explores the conflict between academic and societal approaches to the nature/culture divide through the perceptions and experiences of learning disabled young people, aged 11–16. The findings illustrate the importance of allowing (learning disabled) young people the opportunity for embodied engagement in ‘nature’ spaces. Through activity the young people developed nuanced and hybrid understandings of nature that contest widely held dichotomies of nature and culture. This conceptualisation of complexity and non-dichotomy in the relationship between culture and nature may underpin exploration of the specific facets of nature that provide wellbeing benefits, potentially increasing the accessibility of the recognised benefits of ‘nature’ interaction for those who experience challenges in reaching environments understood as ‘nature’-full. As such, this paper presents a call for academics to communicate hybrid geographies in a way that is accessible beyond the ivory tower.
KW - Nature
KW - Young people
KW - Learning disability
KW - Environmental affordances
KW - Hybrid geographies
KW - Agential realism
U2 - 10.1016/j.geoforum.2018.05.004
DO - 10.1016/j.geoforum.2018.05.004
M3 - Journal article
VL - 93
SP - 79
EP - 86
JO - Geoforum
JF - Geoforum
SN - 0016-7185
ER -